Main Report NAS Class-3 (Cycle-3)-Final

8/10/2019 Main Report NAS Class-3 (Cycle-3)-Final

1/48

Educational Survey Division

Sri Aurobindo Marg, New Delhi 110016.

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

National Achievement Survey (Cycle 3)C L A S S I I I

2014

Achievement Highlights


2/48

Supported by UNICEF inpublication of this report


3/48

National Achievement Survey (Cycle 3)Class I I I

Achievement Highl igh t s2014


4/48

Background

Overall Findings

Performance in Language

i. Average Scores in Language

ii. Ability-wise Performance

Performance in Mathematics

i. Average Scores in Language

ii. Ability-wise Performance

Contents

..... 1-2

..... 3-4

..... 5-10

..... 11-20


5/48

Performance: Equity Analysis

Distribution and Dispersion of StudentPerformance

Way Forward

Appendix: A Note on Methodology

..... 21-28

..... 29-34

..... 35-36

..... 37-40

U N I C E F / I N D I A / T O M P I E T R A S I K


6/48

With the enactment of The Right of Children to Free andCompulsory Education (RTE) Act 2009, government is obligatedin ensuring eight years of quality education for all children inthe age group 6-14 years. Over the past decade or so since thebeginning of the Sarva Shikha Abhiyan (SSA) programme, therehas been a significant increase in the number of schools and inthe enrolment of children in government schools, most notablya large proportion of children from amongst Scheduled Castes,Scheduled Tribes, Muslims and girls have joined the schoolingsystem. Most of these children are also first-generation learners,coupled with the fact that they also come from very impoverishedsocio-economic backgrounds, which present unique challengesfor the education system to adequately support the diverselearning needs of students. While high enrolment and diverseclassrooms are a sign of healthy inclusion and participation inthe education system, it is equally important that all childrenreceive a good quality education. One of the key indicators of

quality education is to understand whether childrens learningachievement is improving over time in an equitable manner.

To monitor improvement in childrens learning levels and toperiodically assess the health of the government educationsystem as a whole, the National Council of Educational Researchand Training (NCERT) has been periodically conducting NationalAchievement Surveys (NAS) since 2001, for Class III, V andVIII. The NAS report gives a national and state-level picture,rather than scores for individual students, schools or districts.The purpose of these assessments is to obtain an overall picture

of what students in specific classes know and can do and touse these findings to identify gaps and diagnose areas thatneed improvement. This information can then be used to impactpolicies and interventions for improving childrens learning underthe SSA programme.

States/ UTs

(except Lakshadweep)

34 Districts298 Schools 7,046 Students1,04,374

Coverage of Class III Cycle 3 study:

Boys Girls

82.43 lakhs

56%

64.25 lakhs

44%

80.58 lakhs

55%

13.10 lakhs

9%

31.73 lakhs

22%

21.27 lakhs

14%

Gen SC ST OBC

85.96 lakhs

59%

60.72 lakhs

41%

Muslim Other than Muslim

Total enrolment increasedby 146.68 lakhs,distributed as follows:

Source:District Information System forEducation (DISE), NUEPA, New Delhi

Background

Who has joinedelementary schools in the past 5 years?(Between 2007-08 and 2012-13)

1


7/48

This report summarises the findings of the NAS Class III (Cycle 3) conducted in2013. Some important key features of this survey are highlighted below:

Cycles of National Achievement Surveys conducted under SSA

2003-04

2007-08

2012-13 2001-02

2005-06

2009-11

Language, Maths, EVS

2002-03

2007-08

2010-13

Language, Maths,Social Science, Science

1

2

3 1

2

3 1

2

3

Language, Maths

Class III Class V Class VIII

Key Features of the Class III (Cycle 3) study:

Assessed student abilities in Language (listening, recognition of words andreading comprehension) and in Mathematics (numbers, basic operations,measurement, data handling, patterns, money and geometry)

For the first time, uses international technique of Item Response Theory (IRT) for Class III assessments, which measures the true ability of students torespond correctly to different levels of difficulty in tests, allows comparisonof scores over time and increases the efficiency, accuracy and usefulness ofresults

Conducted tests through child-friendly manner like reading questions aloud sochildren would feel at ease and answer comfortably

Involved rigorous training and monitoring of field investigators to ensure qualityof data through standardized test administration

Standardized tests were administered in 16 languages of instruction across the

country

U N I C E F / I N D I A / P A B L O B A R T H O L O M E W

2


8/48

OverallFindings

3


9/48

State/UT PercentageDaman & Diu 74

Dadra & Nagar Haveli 73

Mizoram 73

Puducherry 73

Tripura 73

Goa 71

Sikkim 71

Tamil Nadu 71

Karnataka 70

Kerala 70

Maharashtra 70Manipur 69

West Bengal 69

Gujarat 67

A & N Islands 66

Himachal Pradesh 65

Meghalaya 65

Nagaland 65

Andhra Pradesh 64

National Average 64

Assam 63

Punjab 63Uttar Pradesh 63

Odisha 62

Delhi 61

Arunachal Pradesh 60

Chandigarh 59

Jharkhand 58

Madhya Pradesh 58

Rajasthan 58

Haryana 57

Uttarakhand 57

Jammu and Kashmir 56Bihar 53

Chhattisgarh 51

Performance inLanguage

Performance inMathematics

State/UT PercentageDaman & Diu 77

Puducherry 75


Tamil Nadu 74

Karnataka 73

Manipur 71

Mizoram 71

Punjab 71

Kerala 70

Tripura 70

Andhra Pradesh 69Gujarat 69

Himachal Pradesh 69

Maharashtra 69

A & N Islands 68

Sikkim 68

Uttar Pradesh 68

West Bengal 67

Assam 66

Goa 66

National Average 66

Jharkhand 65Nagaland 65

Madhya Pradesh 64

Meghalaya 63

Delhi 63

Odisha 63


Haryana 62

Uttarakhand 62

Jammu and Kashmir 61

Rajasthan 61

Chandigarh 60Bihar 57

Chhattisgarh 53

Overall, Class III children in 34 states/UTs wereable to answer 64% of language items correctly and

66% of mathematics questions correctly.

U N I C E F / I N D I A / D H I R A J S I N G H

4


10/48

StudentsPerformance inLanguage

U N I C E F I N D I A / 2 0 1 3 / V I S H W A N A T H A N

5


11/48

The ability to understand a simple text is a skill that isfundamental to learning. Without acquiring basic languageskills in the primary classes, children have difficultysucceeding in school as they move on to higher grades,as well as in coping with other subjects.

To gauge students language development, students wereassessed on their skills in:

1. Listening comprehension (using multiple choicequestions based on a passage read aloud by theinvestigator),

2. Word recognition (by matching the picture provided tothe correct word from two given options),

3. Reading comprehension (by being asked to read acalendar/paragraph/advertisement and then locatespecific information or draw conclusions)

U N I C E F / I N D I A / P R A S H A N T H V I S H W A N A T H A N

6


12/48

Average Scores in Language

State/UT AverageScoreTripura 281

Daman & Diu 280

Puducherry 280

Mizoram 278


Goa 274

Sikkim 274

Tamil Nadu 274

Kerala 273

Maharashtra 271West Bengal 271

Karnataka 267

Manipur 267

A & N Islands 262

Gujarat 262

National Average 257

Himachal Pradesh 256

Nagaland 255

Andhra Pradesh 253

Assam 253

Delhi 253Meghalaya 252

Uttar Pradesh 252

Odisha 250

Punjab 249


Chandigarh 243

Jharkhand 242

Madhya Pradesh 239

Uttarakhand 239

Haryana 238

Rajasthan 238Jammu & Kashmir 232

Bihar 227

Chhattisgarh 226

Rajasthan

TripuraMizoram

Manipur

Nagaland

A r u n a c

h a l P r a

d e s h

Sikkim

Jammu & Kashmir

Uttar Pradesh

West Bengal

Delhi

Chandigarh

HaryanaUttarakhand

Punjab

Himachal Pradesh

Bihar

Tamil Nadu

Puducherry

Kerala

L a k s h a d w e

e p

GoaKarnataka

Maharashtra

Assam

Gujarat

Dadra &Nagar Haveli

Diu&

Daman

Madhya Pradesh

ChhattisgarhOdisha

Jharkhand

Andhra Pradesh

A n d a m a n

& N

i c o b a r

I s l a n d s

Meghalaya

State's Average is signicantlyABOVE the National Average(States/UTs: 14)

State's Average is signicantlyBELOW the National Average(States/UTs: 15)

No. signicant differencein average score thanNational Average(States/UTs: 5)

UT not includedin the Report (UT: 1)

U N I C E F I N D I A / 2 0 1 3 / P R A S A N T H V I S H W A N A T H A N

7


13/48

The national average score inlanguage is 257, on a scaleranging from 0 to 500

14 states scored significantlyabove the national average,of which the high performerswere Tripura, Daman & Diu,Puducherry & Mizoram

15 states scored significantlybelow the national average, ofwhich the low performers wereChhattisgarh, Bihar, Jammu &Kashmir, Rajasthan & Haryana

U N I C E F I N D I A / 2 0 1 3 / P R A S A N T H V I S H W A N A T H A N

8


14/48

Ability-wise Performance in LanguageListening Word Recognition

Students had to match the pictures to the

correct word from the given two options

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

Tripura

West Bengal

Daman & DiuMizoram

Gujarat

Punjab

Himachal Pradesh

Sikkim

Goa

Dadra & Nagar Haveli

Puducherry

Maharashtra

Karnakata

Kerala

Meghalaya

Tamil Nadu

Uttar Pradesh

A&N Islands

DelhiManipur

National Average

Nagaland

Jharkhand

Odisha

Madhya Pradesh

Rajasthan

Uttarakhand

Haryana

Assam

Andhra PradeshChandigarh

Arunachal Pradesh

Bihar

Chhattisgarh

Jammu & Kashmir

82

76

76

76

72

72

72

72

71

71

71

71

70

69

69

68

67

67

6766

65

65

63

62

62

61

61

61

60

58

57

57

56

53

49

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

Tripura

West Bengal

Daman & Diu

Mizoram

Gujarat

Punjab

Himachal Pradesh

Sikkim

Goa


Puducherry

Maharashtra

Karnakata

Kerala

Meghalaya

Tamil Nadu

Uttar Pradesh

A&N Islands

Delhi

Manipur

National Average

Nagaland

Jharkhand

Odisha

Madhya Pradesh

Rajasthan

Uttarakhand

Haryana

Assam

Andhra Pradesh

Chandigarh

Arunachal Pradesh

Bihar

Chhattisgarh

Jammu & Kashmir

93

91

91

90

90

90

89

8989

89

88

88

88

88

87

87

86

86

86

86

86

86

85

84

84

84

84

83

83

83

82

80

80

78

75

Students had to attempt six questionswith three options based on the passageread to them by the Field Investigator

Overall, 86% of Class III students were able to

recognize words


listen to a passage with understanding

9


15/48


read a passage with understanding

Reading Comprehension

Read the following passage and encircle

the answers of the questions.

You must have seen butterflies. Do you

know where a butterfly comes from?

The mother butterfly lays an egg on a

leaf or plant. A small caterpillar comes

out of the egg.

The caterpillar eats leaves and grows

bigger. Then the caterpillar attaches

itself to a leaf and makes a large

cocoon. This is a kind of shell that

protects it from other animals. Inside

the cocoon it grows wings and legs.

Finally, the cocoon opens and the new

beautiful butterfly comes out. It slowly

opens its wings and then it flies away.

Cocoon is a kind of

1. Plant.

2. Shell.

3. Butterfly.

Puducherry


Daman & Diu

Tamil Nadu

Mizoram

GoaTripura

SikkimKerala

Manipur

Maharashtra

Karnakata

West Bengal

A&N Islands

Gujarat

Andhra Pradesh

Nagaland

Assam

Meghalaya

National Average

Himachal Pradesh

Odisha

Uttar Pradesh

Arunachal Pradesh

Punjab

Delhi

Chandigarh

Jammu & Kashmir

Madhya Pradesh

Jharkhand

Rajasthan

Haryana

Uttarakhand

BiharChhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

71

70

69

68

67

67

67

6766

66

65

65

63

61

61

60

60

60

59

59

58

58

58

56

55

55

54

54

52

52

52

51

50

48

45

Students had to locate information, interpret/

grasp ideas and infer/evaluate from thegiven text

Sample Item: Reading Comprehension P

e r c

e n t C o r r e

c t

50%

P e r c

e n t C o r r e

c t

85%Look at the pictures and recognise

the correct word for the picture. Thenencircle the correct answer.

1.Table

2.Chair

Sample Item: Word Recognition

10


16/48

StudentsPerformance inMathematics

11


17/48

In mathematics, key skills to be learnt in early primarygrades include knowing and using numbers, learningand understanding the value of numbers, knowing keysymbols and comparing and arranging objects. Theseskills form the foundation for a large set of mathematicaloperations which students will use in later stages of

schooling as well as in real life.To find out about students mathematical development,students were assessed on their skills in:

1. Addition (of two and three digit numbers and simpleword problems)

2. Subtraction (of three digit numbers with and withoutborrowing and simple word problems)

3. Multiplication (of two digit number by a single digitand simple word problems)

4. Division (understanding the meaning of simple divisionoperations)

5. Number placement (recognizing and arranging numbersin a sequence)

6. Geometry (identifying two-dimensional figures)

7. Patterns (identifying simple number patterns)

8. Measurement (comparing length, weight and readingtime and calender)

9. Money (addition and subtraction)

10. Data handling (drawing conclusions from data)

12


18/48

Average Scores in Mathematics

State/UT AverageScoreDaman & Diu 279

Puducherry 271

Tamil Nadu 271


Karnataka 265

Mizoram 265

Kerala 264

Manipur 263

Maharashtra 262

Tripura 262Andhra Pradesh 259

Himachal Pradesh 258

Punjab 258

Sikkim 257

Uttar Pradesh 257

A & N Islands 255

Gujarat 255

West Bengal 255

National Average 252

Assam 249

Jharkhand 249Nagaland 249

Goa 248


Delhi 244

Madhya Pradesh 243

Uttarakhand 243

Meghalaya 241

Odisha 241

Chandigarh 240

Jammu & Kashmir 240

Haryana 238Rajasthan 236

Bihar 230

Chhattisgarh 222

Rajasthan

TripuraMizoram

Manipur

Nagaland

A r u n a c

h a l P r a

d e s h

Sikkim

Jammu & Kashmir

Uttar Pradesh

West Bengal

Delhi

Chandigarh

HaryanaUttarakhand

Punjab

Himachal Pradesh

Bihar

Tamil Nadu

Puducherry

Kerala

L a k s h a d w e e p

GoaKarnataka

Meghalaya

Maharashtra

Assam

Gujarat

Dadra &Nagar Haveli

Diu&

Daman

Madhya Pradesh

C h h a

t t i s g a

r h

Odisha

Jharkhand

Andhra Pradesh

A n d a

m a n

& N

i c o b a r

I s l a n d s

State's Average is signicantlyABOVE the National Average(States/UTs:14)

State's Average is signicantlyBELOW the National Average(States/UTs: 12)

No. signicant differencein average score thanNational Average

(States/UTs: 8)

UT not includedin the Report(UT: 1)

13


19/48

The national average score inmathematics is 252, on a scaleranging from 0 to 500

14 states scored significantly above the national average, of which thehigh performance was in Daman& Diu, Tamil Nadu, Puducherry,Karnataka and D&N Haveli

12 states scored significantlybelow the national average, ofwhich the low performers wereChhattisgarh, Bihar, Rajasthan,Haryana and Jammu & Kashmir

14


20/48

Add

46

+ 37

?We get : 73

83

713

Ability-wise performance in MathematicsPerformance of Students in Addition Performance of Students in Subtraction


solve problems based on Subtraction

Dadra & Nagar HaveliKarnataka

West Bengal

Gujarat

Tripura

Haryana

MizoramKerala

Tamil Nadu

Himachal Pradesh

Andhra Pradesh

National Average

Goa

Nagaland

Manipur

Daman & Diu

Punjab

Sikkim

Puducherry

Uttar Pradesh

Arunachal Pradesh

Madhya Pradesh

Jharkhand

Maharashtra

Jammu & Kashmir

Delhi

Chandigarh

Assam

Uttarakhand

Odisha

A&N Islands

Meghalaya

Bihar

Rajasthan

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

82

81

79

78

77

77

76

76

75

75

75

74

73

72

72

71

69

69

69

69

68

68

68

68

67

65

64

64

64

6363

62

61

60

51


Uttar Pradesh

Mizoram

Gujarat

Karnataka

Uttarakhand

Daman & Diu

Himachal Pradesh

Puducherry

Assam

Manipur

Kerala

West Bengal

Tripura

Tamil Nadu

Punjab

Goa

A&N Islands

Andhra Pradesh

Jharkhand

Haryana

Jammu & Kashmir

National Average

Sikkim

Arunachal Pradesh

Bihar

Delhi

Maharashtra

Meghalaya

Odisha

Madhya Pradesh

Rajasthan

Nagaland

Chandigarh

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

76

74

73

72

71

71

70

70

70

70

69

69

68

68

67

67

65

65

65

65

63

62

62

62

61

61

60

60

60

60

60

58

58

53

49

Subtract

213

142

?We get : 71

171

355

Sample Item:Subtraction

54% P e

r c e n t C o r r

e c t

Sample Item:Addition

P e r c

e n t C o r r e

c t 74%


solve problems based on Addition

15


21/48

Performance of Students in Multiplication Performance of Students in Division

Gujarat

Uttar Pradesh

Tamil Nadu

Jharkhand

Daman & Diu

Bihar

Karnataka

Andhra Pradesh

Tripura

National Average

Assam

Mizoram

Punjab


Puducherry

Himachal Pradesh

Kerala

Odisha

Delhi

Uttarakhand

Jammu & Kashmir

Goa

Rajasthan

Haryana

Meghalaya

Madhya Pradesh

Chandigarh

A&N Islands

Nagaland

Sikkim

Manipur

Maharashtra

West Bengal

Arunachal Pradesh

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

76

73

70

69

68

68

68

6868

67

66

66

66

66

63

63

63

63

6262

62

61

61

61

61

61

60

60

59

5855

52

52

51

51

Dadra & Nagar HaveliTamil Nadu

Tripura

Karnataka

Daman & Diu

Delhi

Manipur

Uttar Pradesh

Maharashtra

Meghalaya

Andhra Pradesh

Sikkim

A&N Islands

Puducherry

West Bengal

Gujarat

Jammu & Kashmir

Odisha

Himachal Pradesh

Assam

Punjab

Kerala

National Average

Uttarakhand

Chandigarh

Haryana

Bihar

Jharkhand

Goa

Rajasthan

Mizoram

Madhya Pradesh

Nagaland

Arunachal Pradesh

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

72

68

66

64

63

63

63

62

62

62

61

61

61

59

59

59

58

57

57

57

57

57

56

56

55

55

52

52

52

51

51

51

51

49

45

Overall, 63%of Class III students were able to

solve problems based on Multiplication

Multiply

24

x 5

?

We get : 29

120

1020

Sample Item:Multiplication

P e r c

e n t C o r r e c

t 70%

56 Students form seven

equal groups. How many

students are in each group?

We get :6

7

8

Sample Item:Division

P e r c

e n t C o r r e c

t 58%


solve problems based on Division

16


22/48

Performance of Students in Place Value Performance of Students in Geometry

Karnakata

Tamil Nadu

Sikkim

Manipur

Puducherry

Chandigarh

Mizoram

Punjab

Maharashtra

Meghalaya

Kerala

Gujarat

Tripura

Daman & Diu


Goa

Himachal Pradesh

West Bengal

A&N Islands

Uttar Pradesh

Andhra Pradesh

National Average

Jammu & Kashmir

Haryana

Jharkhand

Rajasthan

Assam

Uttarakhand

Odisha

Nagaland

Arunachal Pradesh

Delhi

Chhattisgarh

Madhya Pradesh

Bihar

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

83

81

79

78

78

78

77

77

77

76

76

75

74

73

72

72

71

68

66

65

65

64

64

63

63

61

60

59

58

56

56

54

53

50

47

Daman & Diu


Manipur

Puducherry

Himachal Pradesh

Karnakata

Tamil Nadu

Kerala

Andhra Pradesh

Gujarat

Haryana

Madhya Pradesh

Uttar Pradesh

Meghalaya

Goa

Punjab

Maharashtra

Sikkim

Assam

Mizoram

National Average

Odisha

Jammu & Kashmir

Jharkhand

Nagaland

Uttarakhand

Rajasthan

Arunachal Pradesh

Delhi

Chhattisgarh

Bihar

Chandigarh

A&N Islands

West Bengal

Tripura

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

73

72

72

71

69

68

68

65

64

64

64

63

62

62

61

61

61

60

60

60

59

59

58

57

56

55

55

55

54

51

51

50

48

27

24

Overall, 59% of Class III s tudents were able to

solve problems based on Place Value

Overall, 66%of Class III students were able to

solve problems based on Shapes

Which is the largest three

digit number using 2, 3 and

4 only once ?

234

432

444

Sample Item:Place Value

P e r

c e n t C o r r

e c t

43%

Which of the following

shape is not shown in the

figure below?

Rectangle

Triangle

Circle

Sample Item:Geometry

P e r

c e n t C o r r

e c t

67%

17


23/48

U N I C E F / I N D A 2 0 1 2

- 0 0 3 5 5 / V I S H W A N

18


24/48

Performance of Students in Measurement Performance of Students in Money

Tripura

Tamil Nadu

Mizoram

Maharashtra

Puducherry

Arunachal Pradesh

West Bengal


Andhra Pradesh

Nagaland

Punjab

Kerala

A&N Islands

Daman & Diu

Karnakata

Sikkim

Delhi

Himachal Pradesh

Uttar Pradesh

Jharkhand

Gujarat

Goa

Assam

Madhya Pradesh

Uttarakhand

Haryana

National Average

Meghalaya

Rajasthan

Manipur

Odisha

Chandigarh

Chhattisgarh

Jammu & Kashmir

Bihar

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

74

74

72

72

71

70

70

69

69

69

69

68

67

67

67

66

66

66

65

64

64

63

63

63

63

62

62

62

61

61

60

55

55

76

76

Mizoram

Tamil Nadu

Sikkim


Daman & Diu

Assam

Kerala

Maharashtra

Punjab

Himachal Pradesh

Nagaland

A&N Islands

Andhra Pradesh

Puducherry

Meghalaya

Karnakata

Odisha

Chandigarh

Manipur

Uttar Pradesh

National Average

West Bengal

Goa

Jharkhand

Haryana

Uttarakhand

Arunachal Pradesh

Rajasthan

Gujarat

Tripura

Delhi

Madhya Pradesh

Chhattisgarh

Jammu & Kashmir

Bihar

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

89

87

86

85

84

84

84

8383

83

82

82

81

81

80

80

79

79

7979

78

78

77

75

75

74

74

74

73

7372

72

71

64

63

12

3

45

67

8

9

1011 12

What is the time by this

watch ?

9 oclock

10 oclock

12 oclock

Sample Item:Measurement

P e r

c e n t C o r r

e c t

85%

Your mother gave you Rs. 50. Shegave the money in three notes.Which of the following shows thenotes she gave?

Sample Item:Money

P e r

c e n t C o r r

e c t

75%

Overall, 66% of Class III s tudents were able to

solve problems related to Measurement


solve problems related to Money

19


25/48

Performance of Students in Data Handling Performance of Students in Patterns

Tamil Nadu

Kerala

Punjab

Sikkim

Puducherry

Assam

Maharashtra

A&N Islands

Daman & Diu

Nagaland

West Bengal

Chandigarh

Mizoram

Karnakata

Tripura


Uttar Pradesh

Himachal Pradesh

Andhra Pradesh

Delhi

Gujarat

Goa

National Average

Rajasthan

Madhya Pradesh

Odisha

Meghalaya

Jharkhand

Uttarakhand

Manipur

Arunachal Pradesh

Haryana

Bihar

Jammu & Kashmir

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1 0 0

89

86

86

86

84

84

84

8382

82

81

81

81

81

80

80

80

79

7878

77

76

75

75

75

74

73

73

72

72

71

71

70

65

62

Kerala

Daman & Diu

Tripura

Andhra Pradesh

Puducherry

Jharkhand

Chandigarh

Tamil Nadu

Sikkim

Punjab

Manipur

West Bengal

Maharashtra

Arunachal Pradesh

A&N Islands


Uttar Pradesh

Mizoram

Delhi

Uttarakhand

Gujarat

Himachal Pradesh

National Average

Rajasthan

Madhya Pradesh

Haryana

Nagaland

Odisha

Assam

Karnakata

Goa

Jammu & Kashmir

Bihar

Meghalaya

Chhattisgarh

0 1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

86

81

81

78

77

76

76

76

76

74

74

74

74

73

73

73

71

71

70

70

69

69

68

66

66

66

65

65

64

63

63

62

61

56

52


solve problems on Data Handling


solve problems on Patterns

The chart below shows thenumber of books sold to class3 students. In which monthwere the least number ofbooks sold ?

Sample Item:Data Handling

P e r c

e n t C o r r e

c t 73%

Observe the number given

below. What comes after 130?

100, 110, 120, 130, _ _ _ _ ?

120

135

140

Sample Item:Patterns

P e r

c e n t C o r r

e c t

66%15

2220

10

5

D e c

e m b e

r

N o v e

m b e

r

O c t o b

e r

S e p t e m

b e r

A u g u

s t

August November December 20


26/48

Performance:Equity Analysis

21


27/48

U N I C E F / I N D I A / L A N A S L E Z I C

22


28/48

Performance by GenderLanguage

State/UT Boys Avg(SE)Girls Avg

(SE)A & N Islands 261 (3.0) 264 (3.6)

Andhra Pradesh 252 (2.9) 255 (2.7)

Arunachal Pradesh 247 (2.9) 247 (3.9)

Assam 254 (2.4) 251 (2.1)Bihar 228 (2.8) 227 (2.6)

Chandigarh 241 (3.1) 245 (2.8)

Chhattisgarh 228 (3.1) 225 (2.2)

D & N Haveli 272 (3.7) 277 (3.1)

Daman & Diu 278 (10.0) 281 (12.0)

Delhi 250 (2.9) 256 (4.2)

Goa 272 (3.3) 276 (3.2)

Gujarat 261 (2.2) 263 (2.6)

Haryana 238 (3.4) 237 (2.5)

Himachal Pradesh 253 (2.5) 259 (2.6)

Jammu & Kashmir 231 (2.5) 233 (2.8)Jharkhand 241 (3.2) 243 (2.9)

Karnataka 268 (3.3) 266 (3.3)

No significant difference

between performance

of boys and girls in

language, except

for Madhya Pradesh

(boys higher), Kerala &

Puducherry (girls higher)

Girls students are doingsignicantly better(States/UTs: 2)

Boys students are doingsignicantly better(State:1)

No signicant differencebetween Boys andGirls students(States/UTs: 31)

UT not includedin the Report(UT:1)

Rajasthan

TripuraMizoram

Manipur

Nagaland

A r u n a c

h a l P r a

d e s h

Sikkim

Jammu & Kashmir

Uttar Pradesh

Delhi

Chandigarh

H a r y a n a Uttarakhand

Punjab

Himachal Pradesh

Bihar

Tamil Nadu

Puducherry

Kerala


GoaKarnataka

Maharashtra

Assam

Gujarat

Dadra &Nagar Haveli

Diu&Daman

Madhya Pradesh

C h h a

t t i s g

a r h

Odisha

J h a r

k h a n

d

Andhra Pradesh

A n d a m a n & N i c

o b a r I s l a n d s

Meghalaya

West B engal

State/UT Boys Avg(SE)Girls Avg

(SE)Kerala 268 (2.1) 277 (2.6)

Madhya Pradesh 243 (2.5) 234 (2.5)

Maharashtra 270 (2.2) 273 (3.5)

Manipur 266 (4.1) 267 (3.9)Meghalaya 251 (2.3) 253 (2.4)

Mizoram 278 (2.6) 277 (2.5)

Nagaland 251 (3.2) 257 (4.0)

Odisha 250 (2.5) 250 (2.4)

Puducherry 274 (3.6) 285 (3.0)

Punjab 248 (2.1) 250 (2.7)

Rajasthan 240 (2.8) 237 (2.8)

Sikkim 273 (2.5) 275 (2.5)

Tamil Nadu 272 (3.0) 277 (3.4)

Tripura 282 (2.6) 281 (2.7)

Uttar Pradesh 255 (2.5) 249 (2.6)Uttarakhand 239 (4.1) 239 (3.4)

West Bengal 272 (3.1) 270 (3.2)

National Average

Boys: 256 (0.6)

Girls: 258 (0.6)

Note: Standard Error has been given in parenthesis23


29/48


30/48

Performance by Rural-UrbanLanguage

State/UT Rural(SE)Urban(SE)

A & N Islands 263 (3.0) 262 (7.6)

Andhra Pradesh 252 (2.5) 264 (6.4)

Arunachal Pradesh 245 (2 .9) 254 (9.0)

Assam 253 (2.1) 251 (8.2)Bihar 227 (2.5) 235 (10.2)

Chandigarh 246 (6.0) 243 (3.0)

Chhattisgarh 226 (2.5) 230 (6.8)

D & N Haveli 277 (2.7) 251 (12.6)

Daman & Diu 273 (7.5) 309 (13.4)

Delhi 252 (4.9) 254 (3.0)

Goa 273 (3.6) 275 (3.6)

Gujarat 262 (2.1) 263 (7.0)

Haryana 235 (2.5) 252 (6.1)

Himachal Pradesh 256 (2 .1) 257 (10.0)


Karnataka 267 (3.5) 264 (4.8)


in the performance of

rural and urban students

in language, except for

Maharashtra and Dadra

and Nagar Haveli (rural

higher) and Jammu &

Kashmir, Jharkhand,

Mizoram, Tripura and

Daman & Diu (urban

higher)


Kerala 272 (2.3) 277 (4.3)

Madhya Pradesh 238 (2.1) 246 (8.8)

Maharashtra 273 (3.0) 264 (3.6)


Mizoram 274 (2.5) 289 (4.9)

Nagaland 256 (3.0) 249 (13.2)

Odisha 250 (2.1) 246 (6.4)

Puducherry 278 (4.3) 281 (3.8)

Punjab 247 (2.3) 256 (5.8)

Rajasthan 238 (2.4) 240 (12.3)

Sikkim 275 (2.4) 254 (13.9)

Tamil Nadu 275 (3.5) 272 (5.0)

Tripura 280 (2.5) 290 (3.8)


West Bengal 267 (3.4) 285 (3.9)

National Average

Rural: 256 (0.6)

Urban: 260 (1.4)

PuducherryL a k s h a d w e e p

Rajasthan

Tripura Mizoram

Manipur

Nagaland

A r u n a c

h a l P r a

d e s h

Sikkim

Jammu & Kashmir

Uttar Pradesh

West Bengal

Delhi

Chandigarh

HaryanaUttarakhand

Punjab

Himachal Pradesh

Bihar

Tamil Nadu

Kerala

GoaKarnataka

Maharashtra

A s s a m

Gujarat

Dadra &Nagar Haveli

Diu&Daman

Madhya Pradesh

C h h a

t t i s g

a r h

Odisha

J h a r

k h a n

d

Andhra Pradesh

A n d a m a n

& N

i c o b a r

I s l a n d s

Meghalaya

Rural students are doingsignicantly better(States/UTs: 2)

Urban students are doingsignicantly better(States/UTs: 7)

No signicant differencebetween Rural and Urbanstudents (States/UTs: 25)

UT not includedin the Report (UT:1)



31/48

Performance by Rural-UrbanMathematics

Rajasthan

Tripura Mizoram

Manipur

Nagaland

A r u n a c

h a l P r a

d e s h

Sikkim

Jammu & Kashmir

Uttar Pradesh

West Bengal

Delhi

Chandigarh

HaryanaUttarakhand

Punjab

Himachal Pradesh

Bihar

Tamil Nadu

Puducherry

Kerala


GoaKarnataka

Meghalaya

Maharashtra

Assam

Gujarat

Dadra &Nagar Haveli

Diu&

Daman

Madhya Pradesh

C h h a

t t i s g

a r h

Odisha

J h a r

k h a n

d

Andhra Pradesh

A n d a m a n

& N

i c o b a r

I s l a n d s

Rural students are doingsignicantly better(States/UTs: 2)

Urban students are doingsignicantly better(States/UTs: 5)

No signicant differencebetween Rural and Urbanstudents (States/UTs: 27)

UT not includedin the Report (UT: 1)


A & N Islands 258 (3.1) 246 (7.5)

Andhra Pradesh 259 (2.2) 260 (7.2)

Arunachal Pradesh 243 (2.7) 253 (8.0)

Assam 249 (2.4) 253 (9.2)Bihar 230 (3.4) 246 (9.6)

Chandigarh 244 (8.8) 239 (3.1)

Chhattisgarh 222 (2.6) 214 (7.0)

D & N Haveli 268 (2.1) 262 (12.7)

Daman & Diu 273 (3.9) 308 (5.8)

Delhi 244 (5.8) 244 (3.1)

Goa 249 (3.5) 248 (4.0)

Gujarat 255 (2.4) 253 (7.6)

Haryana 237 (3.5) 243 (8.9)

Himachal Pradesh 259 (2.8) 243 (13.2)


Karnataka 267 (3.0) 259 (4.5)


between rural and urban

childrens performance

in mathematics in

27 states/UTs

National Average

Rural: 252 (0.6)

Urban: 253 (1.3)


Kerala 262 (2.0) 273 (4.9)

Madhya Pradesh 242 (2.7) 255 (5.1)

Maharashtra 266 (2.8) 248 (3.8)


Mizoram 264 (2.6) 270 (3.9)

Nagaland 253 (3.3) 228 (10.6)

Odisha 241 (2.8) 243 (8.3)

Puducherry 270 (4.2) 273 (2.6)

Punjab 256 (2.6) 268 (4.3)

Rajasthan 235 (2.4) 239 (13.8)

Sikkim 258 (2.4) 241 (17.0)

Tamil Nadu 271 (4.0) 268 (5.2)

Tripura 260 (3.1) 271 (5.2)


West Bengal 254 (3.2) 260 (4.9)



32/48

Performance by Social Group

Language Mathematics

State/UT SC ST OBC Others

AndhraPradesh 251 (3.0) 251 (6.8) 254 (3.3) 261 (4.8)

ArunachalPradesh 285 (7.1) 249 (4.1) 253 (6.4) 239 (3.5)

Assam 252 (5.8) 260 (4.9) 253 (4.0) 251 (2.0)

Bihar 228 (4.0) 232 (7.9) 226 (2.6) 228 (5.6)

Chhattisgarh 216 (2.9) 226 (4.0) 228 (3.2) 247 (6.9)

Delhi 249 (3.7) 234 (12.4) 250 (8.6) 255 (3.0)

Goa 268 (5.0) 273 (5.7) 284 (5.0) 273 (3.2)

Gujarat 262 (4.0) 263 (4.3) 262 (2.3) 262 (4.1)

Haryana 237 (3.1) 239 (9.9) 238 (3.4) 238 (4.0)

HimachalPradesh 251 (3.0) 263 (3.7) 262 (4.9) 256 (3.0)

Jammu &Kashmir 236 (6.7) 223 (6.6) 235 (7.1) 234 (3.3)

Jharkhand 243 (4.5) 236 (6.3) 246 (3.1) 244 (7.6)

Karnakata 268 (4.8) 266 (6.4) 264 (3.6) 272 (4.2)

Kerala 267 (3.1) 266 (11.6) 273 (2.7) 274 (3.0)

MadhyaPradesh 240 (4.1) 233 (3.5) 241 (2.5) 246 (4.5)

Maharashtra 265 (3.2) 271 (7.0) 273 (3.3) 272 (2.8)

Manipur 289 (19.2) 260 (5.2) 267 (5.1) 292 (14.2)

Meghalaya 224 (5.2) 252 (2.0) 266 (8.6) 297 (17.6)

Mizoram 258 (10.9) 279 (2.6) 275 (5.6) 268 (0.7)

Nagaland 266 (13.3) 252 (4.0) 256 (5.0) 272 (6.0)

Odisha 242 (4.6) 241 (3.2) 258 (2.9) 270 (5.8)

Punjab 247 (2.4) 275 (13.8) 252 (2.7) 254 (3.6)

Rajasthan 243 (4.5) 229 (4.8) 242 (3.3) 232 (4.0)

Sikkim 264 (4.6) 273 (2.9) 277 (2.8) 274 (4.7)

Tamil Nadu 275 (4.7) 283 (2.6) 273 (3.6) 276 (6.8)

Tripura 278 (4.2) 279 (3.7) 283 (2.9) 285 (4.5)

Uttar Pradesh 249 (3.1) 249 (10.9) 252 (3.0) 257 (3.5)

Uttarakhand 237 (4.3) 247 (12.3) 238 (4.2) 240 (5.7)

West Bengal 267 (5.1) 265 (10.3) 278 (5.6) 273 (3.1)

A&N Islands 292 (8.2) 235 (8.2) 265 (4.7) 266 (3.4)

Chandigarh 245 (3.7) 197 (16.3) 254 (10.7) 243 (2.8)

Puducherry 278 (3.6) 311 (19.7) 279 (3.5) 282 (5.8)

Dadra & NagarHaveli 265 (16.1) 278 (2.7) 267 (10.0) 250 (12.9)

Daman & Diu 260 (17.0) 270 (7.9) 288 (8.5) 281 (21.7)

National Average(Social Group) 256 (1.3) 255 (1.4) 259 (0.9) 261 (1.2)

State/UT SC ST OBC Others

AndhraPradesh 260 (3.3) 256 (6.4) 258 (3.0) 262 (4.7)

ArunachalPradesh 254 (22.5) 247 (4.0) 253 (9.7) 238 (3.3)

Assam 246 (6.0) 249 (5.1) 245 (5.1) 252 (2.6)

Bihar 232 (4.4) 226 (14.8) 231 (3.7) 226 (5.8)

Chhattisgarh 211 (3.8) 219 (4.8) 226 (3.9) 240 (9.0)

Delhi 235 (4.9) 221 (15.6) 239 (6.5) 247 (2.9)

Goa 244 (9.2) 254 (5.2) 252 (4.4) 247 (3.2)

Gujarat 255 (4.1) 254 (4.1) 253 (2.5) 265 (5.4)

Haryana 237 (3.9) 206 (26.5) 239 (3.2) 242 (5.3)

HimachalPradesh 251 (4.2) 264 (6.0) 268 (4.1) 260 (3.7)

Jammu &Kashmir 242 (8.9) 227 (6.2) 244 (5.8) 243 (3.5)

Jharkhand 254 (4.8) 246 (6.9) 252 (3.2) 233 (6.2)

Karnakata 265 (3.9) 267 (4.8) 263 (3.3) 268 (3.8)

Kerala 261 (3.4) 248 (12.7) 265 (2.0) 266 (3.8)

MadhyaPradesh 245 (4.2) 236 (3.1) 247 (2.7) 258 (5.9)

Maharashtra 255 (3.1) 269 (6.5) 261 (3.9) 262 (2.5)

Manipur 246 (22.3) 259 (3.8) 267 (5.7) 272 (6.9)

Meghalaya 232 (6.9) 243 (1.8) 232 (8.0) 265 (36.3)

Mizoram 265 (7.7) 265 (2.5) 268 (8.8) 238 (1.9)

Nagaland 262 (17.8) 247 (4.0) 253 (6.4) 250 (4.2)

Odisha 240 (4.3) 230 (4.7) 248 (3.1) 255 (5.4)

Punjab 256 (2.6) 295 (11.8) 260 (3.2) 264 (3.7)

Rajasthan 241 (3.9) 229 (5.9) 238 (3.2) 227 (4.9)

Sikkim 245 (4.3) 256 (3.1) 261 (2.6) 257 (4.6)

Tamil Nadu 268 (3.7) 289 (8.8) 270 (4.1) 271 (7.2)

Tripura 258 (4.3) 257 (5.5) 266 (3.1) 265 (3.4)

Uttar Pradesh 256 (3.1) 255 (6.9) 255 (2.7) 266 (4.6)

Uttarakhand 243 (4.9) 250 (16.2) 237 (5.1) 246 (6.0)

West Bengal 255 (5.0) 237 (6.0) 262 (3.7) 256 (3.1)

A&N Islands 267 (15.4) 235 (9.8) 260 (4.1) 257 (3.4)

Chandigarh 241 (3.4) 220 (13.7) 248 (6.4) 240 (3.0)

Puducherry 267 (4.0) 297 (6.3) 271 (2.8) 280 (5.8)

Dadra & NagarHaveli 272 (12.3) 270 (2.3) 261 (7.9) 248 (8.8)

Daman & Diu 282 (8.9) 268 (9.3) 281 (6.2) 282 (9.9)

National Average(Social Group) 251 (1.5) 250 (1.6) 254 (0.8) 254 (1.4)

NationalAverage

257

OBC

259

SC

256

ST

255

240

250

260

240

250

260

NationalAverage

252

OBC

254

SC

251

ST

250



33/48

Performance of Scheduled Caste (SC) Studentsin Language and Mathematics

In Karnataka, Tamil Nadu, Tripura and WestBengal, students performance in languageand mathematics is more than the nationalaverage

In Chandigarh, Delhi, Haryana, Odisha,Rajasthan and Uttarakhand, studentsperformance in language and mathematicsis less than the national average

In Himachal Pradesh, Punjab and UttarPradesh, students performance is lowerthan the national average in language,but higher than the national average inmathematics

In Dadra & Nagar Haveli, Goa, Gujarat,Maharashtra, Manipur, Mizoram, Sikkim andTripura, students performance is more thanthe national average in both language andmathematics

In Arunachal Pradesh, Chhattisgarh,Jammu and Kashmir, Jharkhand, MadhyaPradesh, Meghalaya, Nagaland, Odisha and

Rajasthan, students performance is less than the national average in both languageand mathematics

Performance of students in Assam is lowerthan the national average in mathematicsbut higher than the national average inlanguage

(13 states where SC population is above national average of 16.63% *)

Performance of Scheduled Tribe (ST) Studentsin Language and Mathematics

(18 states where ST population is above national average of 8.61%*

)

State/UT % of SC

Population*Language Mathematics

Chandigarh 18.86 245 241

Delhi 16.75 249 235

Haryana 20.17 237 237

Himachal Pradesh 25.19 251 251

Karnataka 17.15 268 265

Odisha 17.13 242 240

Punjab 31.94 247 256

Rajasthan 17.83 243 241

Tamil Nadu 20.01 275 268

Tripura 17.83 278 258

Uttar Pradesh 20.70 249 256

Uttarakhand 18.76 237 243

West Bengal 23.51 267 255

National Average 8.61 256 251

State/UT % of STPopulation* Language Mathematics

Arunachal Pradesh 68.79 249 247

Assam 12.45 260 249

Chhattisgarh 30.62 226 219

D & N Haveli 51.95 278 270

Goa 10.23 273 254

Gujarat 14.75 263 254

Jammu & Kashmir 11.91 223 227

Jharkhand 26.21 236 246Madhya Pradesh 21.09 233 236

Maharashtra 9.35 271 269

Manipur 35.12 260 259

Meghalaya 86.15 252 243

Mizoram 94.43 279 265

Nagaland 86.48 252 247

Odisha 22.85 241 230

Rajasthan 13.48 229 229

Sikkim 33.80 273 256

Tripura 31.76 279 257

National Average 16.63 255 250

Below national average (SC)

Equal or more than national average (SC)

Below national average (ST)

Equal or more than national average (ST)

* Source: Primary Census Abstract for Total population, Scheduled Castes and Scheduled Tribes, 2011,Office of the Registrar General & Census Commissioner, India 28


34/48

Distribution of Studentsby Performance(Percent Correct Answers)

29


35/48

U N I C E F / I N D I A / 2 0 1 3 / F e r g u s o n

30


36/48

Distribution of students by correct responses

Language (Percent students) Mathematics (Percent students)

State/UTRange of correct answers (Language)

0-35% 36-50% 51-75% Above 75%

A&N Islands 6.7 16.9 45.3 31.0

Andhra Pradesh 8.3 18.7 45.8 27.1

Arunachal Pradesh 13.1 22.3 42.2 22.4

Assam 8.2 18.0 48.9 25.0

Bihar 24.0 20.4 39.5 16.1

Chandigarh 13.0 23.1 44.2 19.7

Chhattisgarh 24.1 26.4 38.1 11.4

Dadra & Nagar Haveli 3.2 8.0 42.6 46.2

Daman & Diu 1.1 10.5 39.9 48.5Delhi 13.0 19.2 43.5 24.3

Goa 3.4 10.5 43.3 42.8

Gujarat 5.9 13.9 46.5 33.7

Haryana 15.1 25.9 41.2 17.9

Himachal Pradesh 8.7 16.1 45.9 29.2

Jammu & Kashmir 20.7 22.5 36.8 20.0

Jharkhand 15.4 20.7 43.6 20.3

Karnakata 4.5 10.6 43.1 41.8

Kerala 6.4 12.2 37.7 43.7

Madhya Pradesh 12.5 23.8 47.7 16.1

Maharashtra 5.2 11.7 42.5 40.6

Manipur 7.2 11.9 42.7 38.3

Meghalaya 5.8 18.8 45.7 29.7

Mizoram 3.4 8.8 40.1 47.7

Nagaland 6.8 18.4 45.2 29.6

Odisha 11.9 19.2 42.3 26.6

Puducherry 2.9 11.6 36.5 49.0

Punjab 7.8 18.1 50.8 23.3

Rajasthan 15.2 22.9 43.3 18.7

Sikkim 4.0 12.1 41.4 42.5

Tamil Nadu 3.8 11.2 42.4 42.6

Tripura 2.5 9.1 41.6 46.9

Uttar Pradesh 10.5 18.4 44.6 26.6Uttarakhand 17.2 22.3 41.6 18.9

West Bengal 6.2 12.8 42.2 38.8

National Average 10.2 17.3 43.0 29.5

State/UTRange of correct answers (Mathematics)

0-35% 36-50% 51-75% Above 75%

A&N Islands 6.4 13.1 39.9 40.6

Andhra Pradesh 5.6 14.0 36.3 44.1

Arunachal Pradesh 9.8 20.1 39.9 30.2

Assam 8.4 17.3 35.1 39.2

Bihar 21.7 17.3 30.8 30.2

Chandigarh 9.5 20.4 46.9 23.2

Chhattisgarh 22.9 26.0 32.5 18.7

Dadra & Nagar Haveli 2.7 6.9 34.5 55.9

Daman & Diu 1.1 7.2 27.4 64.4Delhi 12.2 17.7 36.2 33.9

Goa 7.3 14.4 42.3 36.0

Gujarat 6.0 12.0 36.9 45.1

Haryana 11.8 20.2 35.9 32.2

Himachal Pradesh 7.5 12.6 32.9 47.0

Jammu & Kashmir 15.1 17.0 35.7 32.2

Jharkhand 11.9 14.3 34.2 39.6

Karnakata 3.3 9.9 32.0 54.8

Kerala 5.2 12.2 35.6 47.0

Madhya Pradesh 9.9 17.2 39.9 33.1

Maharashtra 4.9 14.6 38.5 42.0

Manipur 7.0 11.8 29.9 51.2

Meghalaya 6.7 20.6 42.9 29.9

Mizoram 3.8 10.2 39.1 46.8

Nagaland 7.2 15.9 42.4 34.4

Odisha 11.3 20.0 35.8 33.0

Puducherry 1.8 8.7 34.4 55.2

Punjab 3.4 11.0 39.8 45.8

Rajasthan 12.2 18.5 40.4 29.0

Sikkim 4.6 14.1 41.7 39.7

Tamil Nadu 2.7 10.2 33.1 54.0

Tripura 4.6 8.0 41.4 46.1

Uttar Pradesh 8.1 12.2 34.4 45.3Uttarakhand 11.5 18.9 36.6 33.0

West Bengal 7.4 13.2 38.9 40.5

National Average 8.7 15.2 36.9 39.2

10.2

17.3

43.0

29.5

0-35%

36-50%

51-75%

Above 75%

15.2

8.7

39.2

36.9

0-35%

36-50%

51-75%

Above 75%

About 30% students answered more than 75%questions correctly, while only 10% studentswere below 35%

39%students answered more than 75%questions correctly, while only 9% studentsanswered below 35%

31


37/48

Language

In 15 states/UTs more than30% students were in the75% and above range

The majority of studentsscored between 51-75%in language

In 13 states more than 10%students were in 0-35% range

The percentage of students

who scored below 35% marksin language is highest in Biharand Chhattisgarh

Mathematics

In 17 states/UTs more than 40%students were in 75% and above range

Nearly 24% students obtained less than50% marks in Mathematics

In Bihar and Chhattisgarh, about 23%students scored less than 35%, whereasin Puducherry and Daman & Diu lessthan 2% students secured below 35%in Mathematics

In Karnataka, Maharashtra, Mizoram,Punjab, Sikkim, Tamil Nadu andTripura less than 5% students were in0-35% range

U N I C E F / I N D I A / 2 0 1 0

32


38/48

Percentile Scores in Language

State/UTs 10 th

percentile25 th

percentile50 th

percentile75 th

percentile90 th

percentileRange75-25

Range90-10

A & N Islands 197 230 263 297 322 67 125

Andhra Pradesh 188 222 251 288 319 66 131

Arunachal Pradesh 180 212 245 284 313 73 133Assam 196 227 251 283 307 56 111

Bihar 153 190 231 268 295 78 142

Chandigarh 180 211 240 280 305 69 125

Chhattisgarh 176 193 227 255 286 62 110

Dadra & Nagar Haveli 217 242 277 308 332 66 115

Daman & Diu 224 244 282 313 340 69 116

Delhi 186 223 256 290 312 67 126

Goa 218 239 274 307 334 69 117

Gujarat 198 231 265 296 324 65 127

Haryana 176 203 235 274 303 71 127

Himachal Pradesh 191 225 261 290 316 64 125Jammu & Kashmir 166 194 232 269 298 75 132

Jharkhand 178 210 242 279 302 68 124

Karnataka 203 234 272 301 323 66 120

Kerala 198 237 279 311 334 74 137

Madhya Pradesh 181 211 237 271 293 59 111

Maharashtra 206 237 276 305 332 68 126

Manipur 190 231 270 308 336 78 146

Meghalaya 199 225 247 282 309 56 110

Mizoram 224 246 279 309 337 63 113

Nagaland 190 223 250 288 320 65 130

Odisha 181 215 248 287 321 72 139Puducherry 215 243 283 316 344 73 130

Punjab 188 222 249 281 303 59 115

Rajasthan 174 197 238 277 304 79 130

Sikkim 213 239 277 306 334 68 121

Tamil Nadu 213 240 278 308 333 68 121

Tripura 225 253 286 312 332 59 107

Uttar Pradesh 185 223 255 286 311 64 127

Uttarakhand 174 203 236 277 304 74 129

West Bengal 203 235 279 308 331 73 128

National 194 224 258 292 318 68 124

In States like Tripura, Meghalaya, Assam, Madhya Pradesh and Mizoram, the student scores inlanguage are more concentrated over a narrow range, i.e. the performance of different studentswithin the states is more homogenous

In states like Manipur, Bihar, Odisha, Kerala and Arunachal Pradesh, the language scores aremore widely spread out, i.e. the performance of different students within the states is moreheterogeneous

Note : Ranges may not agree due to rounding.

Percentile ScoresIt is the score on a test below which a given percentage of student scores fall. In order to give informationabout the performance of low, middle and high performing students, results are computed at five keypercentile points (10th, 25th, 50th, 75th and 90th).

33


39/48

In States/UTs like Dadra & Nagar Haveli, Daman & Diu, Puducherry and Tripura student scoresin mathematics are more concentrated over a narrow range, i.e. the performance of differentstudents within the states is more homogenous

In states like Bihar, Himachal Pradesh, Manipur, Uttar Pradesh and Jharkhand, the mathematicsscores are more widely spread out, i.e. the performance of different students within the statesis more heterogeneous

Percentile Scores in Mathematics

State/UTs 10 th

percentile25 th

percentile50 th

percentile75 th

percentile90 th

percentileRange75-25

Range90-10

A & N Islands 189 227 256 286 314 59 125

Andhra Pradesh 191 228 261 291 322 63 131

Arunachal Pradesh 182 217 240 280 305 63 123Assam 182 222 248 283 311 61 129

Bihar 144 186 231 275 305 89 161

Chandigarh 183 219 236 272 292 53 109

Chhattisgarh 173 184 224 252 283 69 109

Dadra & Nagar Haveli 218 236 272 294 319 59 101

Daman & Diu 227 260 278 302 329 43 102

Delhi 181 216 238 279 310 62 128

Goa 185 225 247 280 302 55 117

Gujarat 188 228 259 285 313 57 125

Haryana 179 200 234 275 305 75 126

Himachal Pradesh 184 227 263 295 326 68 142Jammu & Kashmir 177 204 238 277 305 73 128

Jharkhand 181 221 252 285 314 64 133

Karnataka 203 231 271 299 321 68 118

Kerala 196 230 270 296 325 65 129

Madhya Pradesh 182 217 238 275 304 58 123

Maharashtra 200 229 266 294 320 65 120

Manipur 190 229 271 297 325 69 135

Meghalaya 186 218 233 271 297 53 111

Mizoram 213 232 268 297 323 65 109

Nagaland 184 225 249 280 306 55 122

Odisha 180 204 234 278 310 74 130Puducherry 223 239 273 300 325 61 102

Punjab 202 230 262 287 315 57 112

Rajasthan 174 199 233 273 296 73 122

Sikkim 194 228 259 288 316 60 121

Tamil Nadu 213 234 274 305 331 71 118

Tripura 208 233 269 289 311 56 103

Uttar Pradesh 188 228 262 292 322 64 134

Uttarakhand 179 213 239 281 309 68 129

West Bengal 190 228 261 286 311 58 121

National 190 222 253 285 312 63 122

Note : Ranges may not agree due to rounding.

34


40/48

Way Forward

UNICEF/INDIA

35


41/48

Learning in early primary grades lays the foundation for effective learning inones life. The NAS Class III (Cycle 3) reveals that the average score of childrenis 64% and 66% in Language and Mathematics respectively and more thantwo-thirds of children are scoring above 50%. However, improvement is needed

especially in abilities such as listening and reading with comprehension, as well asunderstanding place value, subtraction and division.

Large-scale assessments by themselves cannot result in quality improvement,unless the system is ready to reflect on the findings and use them for improvingthe quality of teaching and learning processes. Thus each state needs to carefullyanalyse the current learning levels of their children and understand the gap areasas well as the reasons for low learning. This information could then be used toredesign interventions such as teacher training, curriculum and textbook designand on-site teacher support, so as to improve childrens learning. This also hasimplications for performance of schools, their monitoring and the roles and

responsibilities of teacher/school/ support institutions like BRCs/DIETs/SCERTs.It is also important to disseminate the NAS findings in an easily understandablemanner and to discuss them with all relevant stakeholders, especially teachers,teacher support institutions and educational functionaries, to build their capacityto understand and reflect on the findings and take appropriate action thereafter.

The purpose of such large-scale assessments will only be fulfilled when thefindings reach back to the classroom and result in improvement in childrenslearning. There are various things that teachers can do at their level, in light ofthe findings of the NAS study. The study reveals that in Language, children areperforming relatively better in word recognition but are facing difficulty when

it comes to listening and reading with understanding and answering questionsrelated to the text. Thus, teachers could provide more opportunities during theteaching-learning process for children to both read and listen to a wide variety ofreading materials. Children should then be given the opportunity to explain themeaning of the text in their own words, discuss with their peers, ask questions,express the meaning creatively through drawing or acting out, etc. Similarlyin mathematics, children seem to be doing quite well on practical applicationquestions related to money and data handling, but seem to be struggling withtopics like place value, subtraction and division. Perhaps teachers can spendmore time in relating these concepts to practical examples from childrenseveryday lives and surroundings and use locally available materials such as

sticks, stones, beans to help children understand better abstract concepts ofaddition, subtraction, division etc. Ultimately, it would be most useful if teachersthemselves can regularly assess their own students and identify which childrenrequire additional support on specific topics. Such simple efforts by teacherswould have a huge impact in enhancing childrens learning.

While NAS provides a broad snapshot of national and state-level trends, statesare encouraged to undertake state-specific large-scale assessments in order toobtain a more nuanced picture of how specific districts and blocks are performing.This would help to design appropriate interventions to improve childrens learning.Tracking improvements in learning over time can help assess the impact of

specific quality-related interventions and help policy and decision makers to takeevidence-based decisions.

36


42/48

Appendix: A Note on Methodology

In the year 2000, the programme of National Achievement Surveys (NAS),originally conceived by NCERT as an independent project, was incorporated

into the Governments flagship project Sarva Shiksha Abhiyan. NCERTis responsible for planning, developing tools, conducting the surveysand reporting the results under SSA by the Ministry of Human ResourceDevelopment (MHRD).

NAS Class III (Cycle-3) is the latest survey in which information was gatheredfrom a sample comprising 1,04,374 students in 7,046 schools across34 States and Union Territories (UTs). The subjects covered were Languageand Mathematics.

Introduction of Best Practices in Assessment

In NAS Cycle 3, an approach known as Item Response Theory (IRT) wasused, in addition to the classical approach. In classical approach, also knownas Classical Test Theory (CTT) the outcomes are reported simply as theproportion or percentage of correct answers.

IRT has been used keeping in line with the best practice of major internationalsurveys such as Programme for International Student Assessment (PISA),Progress in International Reading Literacy Study (PIRLS) and Trendsin International Mathematics and Science Studies (TIMSS). IRT usesmathematical models that assume a statistical connection between thedifficulty level of the test item, the ability of the student and the probability ofthat student being successful on a particular item. For example, students withhigher ability scores are more likely to succeed on any item than their peers oflower ability.

IRT has many advantages over the classical test theory such as :

IRT measures the true ability of students regardless of different levelsof difficulty of tests, by calculating the probability of a student torespond to an item correctly.

IRT analysis places students and test items on the same numerical

scale. It provides us to create meaningful maps of item difficultyand student ability.

In IRT, the difficulty parameter for an item does not depend on thegroup of test takers.

In IRT multiple test booklets may be used to increase measurementpoints in any subject and these can also be linked.

IRT make it possible to compare scores from tests used in differentNAS cycles or state test scores over time, which may help inmonitoring progress in the system over time.

When IRT is used appropriately, it can increase the efficiency,accuracy or usefulness of a wide variety of measurement processes.

37


43/48

Another important point of deviation from the previous two surveys wasrelated to test construction and administration. It was felt that since Class III

children are too young to read questions on their own and respond the MCQson their own, it does not indicate a true measure of their ability. Therefore, anelement of scaffolding was introduced where-in the field administrator readout the MCQ items loud to the child. The element of scaffolding introducedwas standardized to reduce inter variability amongst the field investigators.

Achievement tests were designed to assess the core contents of curricularareas which required a large number of items to be tested. At the same time,assigning a large number of items to each student may affect the quality oftheir responses. For this purpose, multiple booklets having common/anchoritems were developed, which could then be linked together. It helps in limiting

the number of items administered to each student.

Development of Tools

For collecting the information for the survey, subject tests and threequestionnaires were developed.

Questionnaires

For this survey, three questionnaires were developed to collect information ona) schools, b) teachers and c) pupils and their backgrounds.

Tests

For any large survey, the tools employed need to be simple, understandable,valid and reliable. The first exercise, hence, was to collect the syllabi andthe textbooks of Language and Mathematics from all the states/UTs. Thesewere then analysed from the point of view of the content areas covered andabilities acquired. The common core content was identified for developing thetests. Based on the analysis, assessment frameworks were developed in bothsubjects. The frameworks described the content areas and abilities covered inthe tests, the number and type of items used for testing and other details ofthe exercise.

Development of subject-speci c tools

In language, listening, recognition of the correct word for picture and readingcomprehension abilities were tested. The work for the test development wasguided by the framework developed for the language test. For developmentof the tests, two sub-groups were formed, one for English and the other forHindi. Thus two master copies were prepared which were then translated to16 languages. For generating items, examples from various sources includingNational Assessment of Educational Progress (NAEP) and Early Grade ReadingAssessment (EGRA) were referred. The items developed were piloted to ensure

38


44/48

the functionality of the items. Finally, two forms were prepared both in Englishand in Hindi, each with 25 items.

In mathematics, key content areas such as knowing and using numbernames, learning and understanding the values of numbers (including basicoperations),measurement, data handling, money, geometry and patternswere included. The work was guided by the assessment framework for theMathematics. For development of items, NCERT textbooks and examples frominternational sources such as NAEP and TIMSS were consulted and discussed.The Working Group drafted more than 100 items. All these items were peerreviewed. These items were piloted and finally 50 items were considered for twotest forms with 30 items out of which there were 10 anchor items. The final twotest forms were then translated into 16 languages.

Sample Design

The target population for the survey was all Class III children studying ingovernment, local body and government-aided schools. In general, the sampledesign for each state/UT involved a three-stage design which used a combinationof two stage probability sampling methods. In the first stage, districts wereselected using Probability Proportional to Size (PPS) sampling principles. Inthe second stage, the requisite number of schools was selected in the chosendistricts by PPS principle. In the third stage, the required numbers of studentsin each school were selected using the Systematic Random Sampling method.In schools where Class III had multiple sections, an extra stage of selection wasadded with one section being sampled at random.

For sampling frame the flash statistics of 8th AISES (2009) was used. Thesurvey was intended to cover all 35 states and UTs, but Lakshadweep did notparticipate in this endeavour.

Administration of Tools

In conducting NAS Class III survey, NCERT took the help of state agencieslike SCERTs and SIEs to coordinate survey activities in the states/ UTs. Each

participating state designated a state coordinator who had the responsibilityof implementing the NAS in his/her state/UT in accordance with the NASguidelines. Further, each state coordinator collaborated with the districtcoordinators for conducting the main achievement survey. In this survey, statecoordinators, associate state coordinators and district coordinators were trainedby ESD faculty on how to collect data in the field. Besides, hands on experienceswere provided to them. In each selected district, approximately 10 to 12teams of field investigators were appointed. Each team comprising of two fieldinvestigators were given rigorous training about selection of section and studentsin the sampled schools and administration of tools.

During the test administration, sampled students responded on test bookletsitself. Later on, student responses were transferred to a separate response sheetby the field investigator. The response sheets were then dispatched by the statecoordinator to NCERT for scoring and analysis.

39


45/48

Monitoring

Monitoring of administration of tools was done at the state and district levels ona sample basis i.e., 5-10 schools in a district. Besides, NCERT/RIE faculty alsomonitored the activities in some districts to ensure the quality of data.

Data Management and Analysis

The work of data entry was outsourced to a computer agency for transfer of datafrom paper forms to electronic format. Data entry plan and data analysis planwere developed ESD keeping in mind the objectives of the study. Data entry planwas provided to the agency for undertaking the assigned task in a systematicmanner. The data entry agency provided soft copy of the data entered to the

Division. The project team checked and verified the quality of the data andresolved problems of mismatching files. Cleaned files were used for analysis.Data analysis was carried out by using both Classical Test Theory (CTT) and IRTmodel. In IRT analysis 2 PL model was used, scores were adjusted on a scale of0-500 with 250 as mean and 50 as Standard Deviation.

Reporting

In this report, performance on tests items are reported using scale scorescalculated using IRT and also percent correct obtained during IRT analysis. Most

importantly, the scale has been fixed so that results from future surveys can bereported on the same scale. It also provide adequate linking procedures throughcommon items. It means, a score of, say, 270 today will be equivalent to a scoreof 270 in future surveys, even though the items used are not the same. This isobviously an advantage over using percentage correct scores, where there is norationale for assuming that a score of 70% in one test will be equivalent to ascore of 70% in another test, administered on two different occasions.

100

Lowachievement Mid-point=250

Highachievement

200 300 400

40


46/48

Why are assessments vital for improving the

quality of education overtime?Education assessments provide a health check on howwell a system is performing. Findings from any educationalassessment need to be fed back to generate furtherimprovements as in the diagram below.

With multiple assessments and using special techniques it is possible to comparewhether learning is improving over time.

There is too much testing! What is the difference between examinations andlarge scale assessments?

An examination is a formal assessment of learning that is designed to assess howwell an individual student understands a particular curriculum. High stake testsand formal examinations generally occur at the end of key phases of education.This kind of testing is for a specific purpose. For example a high stake test wouldbe one that determines whether a student progresses between grades.

There are many kinds of educational assessments of varying scales fromclassroom analysis to international comparability. Indias NAS is a low stakesample based assessment conducted on a representative sample across thecountry. The NAS measures typical levels of achievement i.e. what studentsknow and can do at different levels of ability.

NAS allows comparisons to be made between groups and monitor trends overtime. If used well, this information is helpful for planning and quality improvementinterventions.

NationalAssessment

AnalysisDiagnosis

RemedialAction


47/48


48/48

Main Report NAS Class-3 (Cycle-3)-Final

Documents